Expansive Design for Teachers

Augustsson, Dennis

doi:10.15460/eder.5.1.1553

Cited by 5 publications

(2 citation statements)

References 22 publications

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“…New questions and hypotheses are rather by-products of any research, shall therefore not be considered further, and ontological innovations could hardly be identified. Design researcher transformative learning, on the other hand, is not the focus in any of the studies analyzed; nevertheless, learning and professionalization aspects are frequently mentioned (Augustsson, 2021;Bogaerds-Hazenberg et al, 2020;Gössling & Daniel, 2018;Kidron & Kali, 2017;Lehtonen, 2021;Sloane & Krakau, 2021).…”

Section: Literature Review Methodologymentioning

confidence: 99%

Knowledge generation between design, data and theory

Brase

2024

EDeR

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Design-based research (DBR) is a diversified research genre: The combination of two worlds – that of research and that of education – and the different backgrounds and intentions of those involved entail different emphases, epistemological ideas, ideas on valuable outcomes and normative claims. This becomes visible in very different kinds of reasoning: No uniform structure of argumentation can be discerned, and so far, a differentiation into clear DBR types has not been convincingly achieved. This is a challenge for the orientation of DBR novices, the quality review of DBR studies, and the legitimation of DBR in the field of educational research. This article provides an empirical contribution to the discussion on argumentation: In a literature review, DBR studies are examined regarding their outcomes, the rationales authors use to justify their outcomes and indications for specific challenges in DBR reasoning. The analysis confirms for the sample that preliminary, prescriptive theory is most common alongside diverse practical outcomes. Authors often justify them with emphasis on variation, iteration, cooperation, and data triangulation. Different (standard) orientations, multi-level reasoning, and sub-studies present challenges for authors and readers, going back to the complexity of DBR projects. To justify their results in a comprehensible way, authors are confronted with the task to actively select an argumentation strategy.

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Section: Literature Review Methodologymentioning

confidence: 99%

Knowledge generation between design, data and theory

Brase

2024

EDeR

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“…Verksamhetsteorin erbjuder, förutom den teoretiska förankringen, en analytisk struktur, illustrerad av en triangelmodell (Figur 1). Denna figur ger ett visuellt verktyg för att beskriva hur olika delar av förskolans utbildning kan samverka för att forma undervisningen (Engeström, 1987(Engeström, , 2015Augustsson, 2020). Modellen består av sex element vars påverkan på varandra är intressanta ur ett verksamhetsperspektiv.…”

Section: Verksamhetsteori -Att Se Förskolans Verksamhet Ur Ett Histor...unclassified

Det bästa av två världar : Förskollärares arbete med digitala och analoga resurser i förskolans STEM-undervisning

Otterborn

2023

Studies in Science and Technology Education

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This thesis investigates how experienced preschool teachers integrate digital and analog tools in their teaching. The thesis focuses on so-called STEM teaching, where the subject areas of science, technology, engineering, and mathematics make up the content of integration. The thesis results are based on four studies where empirical material was generated from online surveys, interviews, and documentation of STEM teaching where preschool teachers used digital tools. Article I reports an online survey study that aimed to describe how digital tablets are used to support preschool learning both in general, and with a particular focus on technology education. In Article II, which is a follow up of article I, preschool teachers' implementation of programming activities in their pedagogical practice is investigated using an additional online survey. Article III, which is based on semi-structured interviews, presents a study on how experienced preschool teachers integrate digital tools when teaching science. In Article IV, the results from Study III are deepened through recall interviews and analyses of collected documentation of science activities. The overall results of the thesis show that preschool teachers handle the task of digitalizing preschool teaching by combining digital and analog tools to offer innovative and multidimensional teaching, where the curriculum's fundamental values are in focus. For example, children's perspectives, interests, and agency are brought to the fore by combining digital and analog tools to complement different ways of learning. Preschool teachers see analog resources as fundamental and digital tools as supplementary and reinforcing. In preschool science education, digital tools are purposefully used to expand an already multidimensional teaching and to offer different paths for creative explorations. New activities, such as programming, have also been introduced into practice using digital tools and are often described by teachers as a didactic tool for general education. The community of practice within which these committed teachers work is significant for how, and whether, digitalization initiatives are implemented. This is since routines and prevailing epistemological beliefs within the teachers' working community influence what becomes possible to implement. The results of the thesis demonstrate how digitalized teaching can be used to push the boundaries vii of an already established multidimensional pedagogical practice within STEM when teachers have the knowledge, resources, and intentions for meaningful implementation.

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Role of Collaboration in Teaching Practices

Impedovo

2021

SpringerBriefs in Education

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Expansive Design for Teachers

Cited by 5 publications

References 22 publications

Knowledge generation between design, data and theory

Knowledge generation between design, data and theory

Det bästa av två världar : Förskollärares arbete med digitala och analoga resurser i förskolans STEM-undervisning

Role of Collaboration in Teaching Practices

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